Patrick Ainley
Datos Biográficos
| ID | 272088 |
|---|---|
| NOMBRE | Patrick Ainley |
| NOMBRES | Patrick |
| APELLIDO | Ainley |
| FIRMA | AINLEY P |
| AFILIACIONES | University of Greenwich |
| VERIFICADO | No |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAS | 125 |
| OBRAS COMO AUTOR | 16 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1998 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2013 |
| ÍNDICE H | 5 |
Running up a Down-Escalator in the Middle of a Class Structure Gone Pear-Shaped
Whilst widening participation to higher education was approaching New Labour's target of 50% of 18-30s (for women at least), it was presented as a professionalisation of the proletariat but in reality and in hindsight it can be seen to have disguised a proletarianisation of the professions - for which HE supposedly prepares its graduates - with many reduced to para-professions at best. It is argued therefore that education as a whole faces a cred…
A manifesto for the public university
This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. The Browne report advocates, in effect, the privatisation of higher education in England. With the proposed removal of the current cap on student fees and the removal of state funding from most undergraduate degree programmes, universities are set for a period of major reorganisation not seen since the higher educa…
The precariat
by Guy Standing, London, Bloomsbury, 2011, 198 pp., £19.99 (paperback), ISBN 978-1849663519, £57 (hardback), ISBN 9781849663519 Guy Standing’s challenging new book The precariat seeks to explain th
The University of Oxford, a New History
By GILLIAN EVANS (Tauris, London, 2010), 356 pp., £35.00 (hbk), ISBN 978 1 84885 114 6 Gillian Evans has long been a thorn in the side of successive Cambridge vice-chancellors’ aspirations to turn
The knowledge is out there
Review Essay. \n \nOn Bourdieu, education and society, by Derek Robbins, Oxford, The Bardwell Press, 2006, 596 pp., £75, ISBN 0-95-486836-6. \n \nBringing knowledge back in, from social constructivism to social realism in the sociology of education, by Michael Young, London, Routledge, 2008, 247 pp.,£23.99, ISBN 9-78-041532-121-1. \n \nPersonal knowledge, towards a post-critical philosophy, by Michael Polanyi, Chicago, University of Chicago Press…
The varieties of student experience – an open research question and some ways to answer it
Based on meetings of the Society for Research into Higher Education’s Student Experience Network over the past three years, the genuinely open research question is posed whether there is one or more undergraduate student experience within English higher education. Answering this question depends on whether what is taught or what is learnt is examined. If the latter, then a unitary student experience can be said to exist only in the narrowest of n…
Education and climate change – some systemic connections
Unlike most papers on education and ecology, this one is not concerned with the content of education but its organisation as a system and hence its purpose or finality. The central contention of the paper, which takes English education and training (or ‘learning’) as a case in point, is that in a new market‐state formation the pursuit of short‐term goals is tied to the global free‐market economy over which any attempt at democratic control has be…
Critical Hope at the Chalkface
The new ‘market‐state’ and education
This paper argues that changes at all levels of education and training (i.e., learning) policy exemplify a new capitalist state formation. This has been aptly named by US political scientist Philip Bobbitt (2002) ‘the new market‐state’, particularly with reference to its administration or ‘governance’. It can be seen especially in the governance of education and training where a new centralized system of contracting or devolving provision to ‘non…
Eight Statements of the 'Bleeding Blindingly Obvious' and a PS on Education as Social Control
The following statements were originally put forward for discussion at the British Sociological Association Education Study Group meeting on 'Education as Social Control' at the London University Institute of Education, 24 November 2001. They review what in the author's opinion would have been taken for granted during what Michael F.D. Young called 'the brief flowering of intellectual radicalism represented by the rise and fall of the "new sociol…
Towards a Seamless Web or a New Tertiary Tripartism? The Emerging Shape of Post-14 Education and Training in England
Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter
Making Connexions
The article reports an evaluation of a Connexions pilot in a South London borough. Connexions is a new service for teenagers uniting teachers, youth workers, careers officers and others to integrate education with social services and other provision. However, we are less concerned with describing Connexions than with showing how it illustrates what we previously described as the present government's `experimental' approach to social policy develo…
Still missing the point about the learning and skills council
From a National System Locally Administered to a National System Nationally Administered
This article's starting point is Glennerster et al.'s 1991 question in JSP, 20: 3 whether 'the decisive break' they then saw in British social policy represented 'A New Enlightenment or a New Leviathan'. Evidence is produced from the policy arena of education and training (i.e., learning) to argue that the Learning and Skills Act due for implementation from 1 April 2001 represents an example of the latter rather than the former. The Act is a furt…
Missing the point about the Learning and Skills Council, a comment on Coffield
In JEP 15 (2), Frank Coffield welcomed the Learning to Succeed White Paper now passing into legislation as the Learning and Skills Act for implementation in April 2001 as 'radical, structural reform' but argued that the government is ?failing to recognize the potential of lifelong learning as a major lever on such change'. This misses the point of the new legislation on two grounds. One, not all post-16 learning is included within this provision …
Towards a learning or a certified society? Contradictions in the New Labour modernization of lifelong learning
This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Con…
The precariat
by Guy Standing, London, Bloomsbury, 2011, 198 pp., £19.99 (paperback), ISBN 978-1849663519, £57 (hardback), ISBN 9781849663519 Guy Standing’s challenging new book The precariat seeks to explain th
The new ‘market‐state’ and education
This paper argues that changes at all levels of education and training (i.e., learning) policy exemplify a new capitalist state formation. This has been aptly named by US political scientist Philip Bobbitt (2002) ‘the new market‐state’, particularly with reference to its administration or ‘governance’. It can be seen especially in the governance of education and training where a new centralized system of contracting or devolving provision to ‘non…
From a National System Locally Administered to a National System Nationally Administered
This article's starting point is Glennerster et al.'s 1991 question in JSP, 20: 3 whether 'the decisive break' they then saw in British social policy represented 'A New Enlightenment or a New Leviathan'. Evidence is produced from the policy arena of education and training (i.e., learning) to argue that the Learning and Skills Act due for implementation from 1 April 2001 represents an example of the latter rather than the former. The Act is a furt…
Towards a learning or a certified society? Contradictions in the New Labour modernization of lifelong learning
This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Con…
Towards a Seamless Web or a New Tertiary Tripartism? The Emerging Shape of Post-14 Education and Training in England
Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter
Making Connexions
The article reports an evaluation of a Connexions pilot in a South London borough. Connexions is a new service for teenagers uniting teachers, youth workers, careers officers and others to integrate education with social services and other provision. However, we are less concerned with describing Connexions than with showing how it illustrates what we previously described as the present government's `experimental' approach to social policy develo…
Eight Statements of the 'Bleeding Blindingly Obvious' and a PS on Education as Social Control
The following statements were originally put forward for discussion at the British Sociological Association Education Study Group meeting on 'Education as Social Control' at the London University Institute of Education, 24 November 2001. They review what in the author's opinion would have been taken for granted during what Michael F.D. Young called 'the brief flowering of intellectual radicalism represented by the rise and fall of the "new sociol…
Education and climate change – some systemic connections
Unlike most papers on education and ecology, this one is not concerned with the content of education but its organisation as a system and hence its purpose or finality. The central contention of the paper, which takes English education and training (or ‘learning’) as a case in point, is that in a new market‐state formation the pursuit of short‐term goals is tied to the global free‐market economy over which any attempt at democratic control has be…
Critical Hope at the Chalkface
Missing the point about the Learning and Skills Council, a comment on Coffield
In JEP 15 (2), Frank Coffield welcomed the Learning to Succeed White Paper now passing into legislation as the Learning and Skills Act for implementation in April 2001 as 'radical, structural reform' but argued that the government is ?failing to recognize the potential of lifelong learning as a major lever on such change'. This misses the point of the new legislation on two grounds. One, not all post-16 learning is included within this provision …
Towards a learning or a certified society? Contradictions in the New Labour modernization of lifelong learning
This paper examines the ‘Learning Society’ goal espoused by the new Labour government and inherited from preceding Conservative administrations. Section one notes the wide‐ranging consensus on this Learning Society target. Agreement reaches further than education and training (learning) policy to include other areas of policy associated with the proposed reform of the welfare state. Whether the social and administrative changes under previous Con…
Missing the point about the Learning and Skills Council, a comment on Coffield
In JEP 15 (2), Frank Coffield welcomed the Learning to Succeed White Paper now passing into legislation as the Learning and Skills Act for implementation in April 2001 as 'radical, structural reform' but argued that the government is ?failing to recognize the potential of lifelong learning as a major lever on such change'. This misses the point of the new legislation on two grounds. One, not all post-16 learning is included within this provision …
Still missing the point about the learning and skills council
From a National System Locally Administered to a National System Nationally Administered
This article's starting point is Glennerster et al.'s 1991 question in JSP, 20: 3 whether 'the decisive break' they then saw in British social policy represented 'A New Enlightenment or a New Leviathan'. Evidence is produced from the policy arena of education and training (i.e., learning) to argue that the Learning and Skills Act due for implementation from 1 April 2001 represents an example of the latter rather than the former. The Act is a furt…
Making Connexions
The article reports an evaluation of a Connexions pilot in a South London borough. Connexions is a new service for teenagers uniting teachers, youth workers, careers officers and others to integrate education with social services and other provision. However, we are less concerned with describing Connexions than with showing how it illustrates what we previously described as the present government's `experimental' approach to social policy develo…
Eight Statements of the 'Bleeding Blindingly Obvious' and a PS on Education as Social Control
The following statements were originally put forward for discussion at the British Sociological Association Education Study Group meeting on 'Education as Social Control' at the London University Institute of Education, 24 November 2001. They review what in the author's opinion would have been taken for granted during what Michael F.D. Young called 'the brief flowering of intellectual radicalism represented by the rise and fall of the "new sociol…
Towards a Seamless Web or a New Tertiary Tripartism? The Emerging Shape of Post-14 Education and Training in England
Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter
The new ‘market‐state’ and education
This paper argues that changes at all levels of education and training (i.e., learning) policy exemplify a new capitalist state formation. This has been aptly named by US political scientist Philip Bobbitt (2002) ‘the new market‐state’, particularly with reference to its administration or ‘governance’. It can be seen especially in the governance of education and training where a new centralized system of contracting or devolving provision to ‘non…
Critical Hope at the Chalkface
The varieties of student experience – an open research question and some ways to answer it
Based on meetings of the Society for Research into Higher Education’s Student Experience Network over the past three years, the genuinely open research question is posed whether there is one or more undergraduate student experience within English higher education. Answering this question depends on whether what is taught or what is learnt is examined. If the latter, then a unitary student experience can be said to exist only in the narrowest of n…
Education and climate change – some systemic connections
Unlike most papers on education and ecology, this one is not concerned with the content of education but its organisation as a system and hence its purpose or finality. The central contention of the paper, which takes English education and training (or ‘learning’) as a case in point, is that in a new market‐state formation the pursuit of short‐term goals is tied to the global free‐market economy over which any attempt at democratic control has be…
The knowledge is out there
Review Essay. \n \nOn Bourdieu, education and society, by Derek Robbins, Oxford, The Bardwell Press, 2006, 596 pp., £75, ISBN 0-95-486836-6. \n \nBringing knowledge back in, from social constructivism to social realism in the sociology of education, by Michael Young, London, Routledge, 2008, 247 pp.,£23.99, ISBN 9-78-041532-121-1. \n \nPersonal knowledge, towards a post-critical philosophy, by Michael Polanyi, Chicago, University of Chicago Press…
The precariat
by Guy Standing, London, Bloomsbury, 2011, 198 pp., £19.99 (paperback), ISBN 978-1849663519, £57 (hardback), ISBN 9781849663519 Guy Standing’s challenging new book The precariat seeks to explain th
The University of Oxford, a New History
By GILLIAN EVANS (Tauris, London, 2010), 356 pp., £35.00 (hbk), ISBN 978 1 84885 114 6 Gillian Evans has long been a thorn in the side of successive Cambridge vice-chancellors’ aspirations to turn
A manifesto for the public university
This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. The Browne report advocates, in effect, the privatisation of higher education in England. With the proposed removal of the current cap on student fees and the removal of state funding from most undergraduate degree programmes, universities are set for a period of major reorganisation not seen since the higher educa…
Running up a Down-Escalator in the Middle of a Class Structure Gone Pear-Shaped
Whilst widening participation to higher education was approaching New Labour's target of 50% of 18-30s (for women at least), it was presented as a professionalisation of the proletariat but in reality and in hindsight it can be seen to have disguised a proletarianisation of the professions - for which HE supposedly prepares its graduates - with many reduced to para-professions at best. It is argued therefore that education as a whole faces a cred…
Sociology (15 obras) · Political science (13 obras) · Law (9 obras) · Epistemology (6 obras) · Economics (5 obras) · Law (5 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Public Administration (5 obras) · Higher education (4 obras)